Wait…What??? Guiding Intervention Principles for Students With Verbal Working Memory Limitations.

Purpose: The purpose of this clinical focus article is to present 5 guiding principles for the development of interventions for children with limited verbal working memory abilities.

Method: Summarizing and synthesizing previously reported theories and empirical data, we present a framework intended to guide working memory interventions.

Results: Existing research and theory support a comprehensive, multidimensional treatment model that considers the knowledge and abilities of the student and the language-learning demands they face in the various contexts of a school day.

Fluency: a key link between word identification and comprehension.

Purpose: The purpose of this article is to respond to A. G. Kamhi's (2007) challenge to consider two points of view on reading-the broad and the narrow.

What Are Executive Functions and Self-Regulation and What Do They Have to Do With Language-Learning Disorders?

In this article, executive functions and selfregulation are defined and the reciprocal influence of these factors on the performance of students with language-learning disorders (LLD) is explored. A case study demonstrates the integration of executive functions, self-regulation, and language processes within speech and language assessment and intervention. Clinicians are urged to consider the interactive effects of executive function, self-regulatory, and language processes when addressing the needs of students with LLD.